NETS- T5

 

 

 

5. Engage in Professional Growth and Leadership

 

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

 

 

a. participate in local and global learning communities to explore creative applications of technology to improve student learning

 

 

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and communitybuilding, and developing the leadership and technology skills of others

 

 

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

 

 

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

 

Reflection-5:

 

The newly student-centered pedagogical- or andragogical in the case of teaching adults- approach has educators embarked into a lifelong learning process that requires their participation in local and global learning communities that help them stay abreast of technological trends and innovations within their respective field. These communities are instrumental to the teaching profession. Participants range from experts to novice. Tactical approaches, infusions of technology, and subjects of all calibers are debated both synchonously and asynchronously. Through these learning communities, educators are able to develop and enhance their leadership and technology skills. They are then able to transfer what they amass to support student learning. 

 

Artifacts-5:

 

I recall when I created an account on Edmodo, it was intented primarily to blend my classes and further extend involvement and collaboration beyond the perimeters of the campus to my students. Edmodo offers a vast array of of learning communities for one to avail oneself. There's an abundance of resources and information that many of those learning communities offer. I realized in the process that there was much more to blending my classes then I anticipated. The learning communities were also awaiting for me to take an active role. I was able to pose questions and learn from others' and their related input. 

 

Scoop is, among a seemingly infinite reservoir of learning communities, an online community that offers a wealth of information  and resources in regards to trends in technology, research, articles, experts' advice, etc. Educators can create accounts on Scoop and share with other colleagues. Updates are inexhaustible. Anyone can scoop each other's content for the purpose of sharing.

 

Unit Plan-5:

 

The artifacts noted above were not projects but came as a result of classes that required expanding one's knowledge. I created the Edmodo account and had the chairman register so that he could see the positive and effective impact of having blended courses in Math. He, too, took advantage of the learning communities. He has a doctorate degree in Physics. He was happy to avail himself of those global learning communities. 

 

Scoop was not part of a project but consisted of a research that prompted me to adopt it as a resourceful and informational learning community that covers virtually every area that deals with integrating technology into the curriculum while adhering to the CCSS, emerging digital tools and resources. 

 

These two artifacts embody all the standards in NETS-T5.